Thank You a Novel Concept to Build Relationships with BIPOC Scholars
Format
Workshop
First Presenter's Institution
Peter Ferguson, BHS, LLC. - Lincoln Public Schools
First Presenter’s Email Address
peterfergusonbhs@gmail.com
First Presenter's Brief Biography
Peter Ferguson is a highly respected and recognized professional with over 25 years of experience in relationship building. He is the owner and Chief Belief Officer of Peter Ferguson B.H.S., L.L.C. and serves as the Coordinator of Culture, Inclusion, and Scholar Development at Lincoln Public Schools in Nebraska. Peter firmly believes in the value of relationships and lives by his mantra, "relationships matter." He is committed to empowering, educating, and engaging others to embrace their purpose intentionally to expand organizational leadership, inclusion, access, advocacy, belonging, engagement, and education for the common good. Peter has diverse experience across various sectors, including early childhood, elementary, medical, the University of Nebraska Police Department, Kansas Children’s Service League, high school, college, universities, and both non-profit and for-profit businesses. He is a sought-after speaker and has been recognized for his contributions to the community with multiple awards, including the University of Nebraska-Lincoln Diversity Community Impact Award and the Lincoln Journal Star's recognition as one of Lincoln, Nebraska's 30 Most Influential Men. Peter's work has been featured in the Heartland Emmy-nominated Lincoln Public Schools Documentary "We Will Not Be Silent," and he is the host of "Bigger Than the Score" on 93.7 The Ticket K.N.T.K., where he elevates diverse voices weekly, promoting positive action on and off the field/court of play. Peter Ferguson is passionate about advocating for and elevating marginalized voices and is often involved in Alzheimer's advocacy and served on the Lincoln/Lancaster Community Health Agencies Drive (CHAD). Additionally, for 26 years, he has led the Annual Rev. Dr. Martin Luther King, Jr. Youth Rally. In his free time, Peter enjoys indulging in gas station mocha drinks.
Location
Session Seven
Strand #1
Heart: Social & Emotional Skills
Strand #2
Home: Family & Community Engagement
Relevance
School climate
Academic resilience
Student empowerment and leadership skills
Brief Program Description
Join us for an empowering session on supporting at-promise scholars. Explore strength-based relationships, biases, and tangible strategies to transform our approach from superhero to Sherpa.
Summary
Perfect for those who lead, engage, or mentor, including but not limited to providers, families, scholars, leaders, and community partners on how to utilize relationships to build hope, resiliency, and positive outcomes. The session will engage and educate attendees on how to support at-promise scholars. The session begins and ends with the word “Thank You,” which encapsulates the intentionality often missing when engaging with these scholars and colleagues. The session will explore the power of strength-based relationships, examine how biases can create thanklessness and inequalities, and introduce tangible strategies to modernize and transform our relationship approach from a superhero to Sherpa, addressing a scholar's short and lifelong development.
The engagement concentrates on positive relationships between individuals, such as providers, families, scholars, leaders, and communities. The session is designed to engage and educate attendees on ways to support at-promise scholars. The session begins and ends with the phrase “Thank You,” which expresses the intentionality often lacking when interacting with these scholars and colleagues. The session will explore the power of strength-based relationships, examine how biases can lead to thanklessness and inequalities, and introduce practical strategies to modernize and transform our approach to building relationships with scholars. This will address their short-term and lifelong development needs.
The engagement will focus on how positive relationships between individuals, such as providers, families, scholars, leaders, and community partners, can lead to hope, resiliency, and positive outcomes. The objectives will align with the strands and provide insight into programming methods, strategies, practices, and learning opportunities. These will include, but are not limited to:
- Exploring how personal experiences, biases, and cultural proficiency can help us build strong relationships and what we ask others to give up when they engage with us or others.
- Discuss how assessment and feedback can be used to foster strong relationships.
- Providing practical and measurable strategies to modernize our approach towards creating inclusive, belonging environments that foster positive outcomes. How can it lead to hope, resiliency, and positive outcomes?
Evidence
Research has shown that minority teachers can have a positive impact on the academic and behavioral outcomes of same-race students. However, it's not necessary to share the same race, background, or experience with your students to connect with them. You can follow the example of Mr. Collins and build a relationship, set expectations, and keep your students engaged.
Although there has been an increase in diversity in the public school teacher workforce, it is still primarily composed of white (82 percent) and female (76 percent) teachers. Local and state agencies often struggle to recruit and retain minority teachers in the classroom for various reasons, and solving this problem will take time. In the meantime, education agencies should prioritize improving the quality of instruction for minority students.
To create equity for minority students, building relationships with them is crucial. This was originally posted by Akisha R. Jones on August 21, 2017.
Learning Objective 1
Provide tangible and measurable strategies and actions to modernize our approach to addressing inclusion and belonging.
Learning Objective 2
Examine how personal experience, bias, and cultural proficiency can facilitate building relationships.
Learning Objective 3
How assessment and feedback can foster building relationships.
Keyword Descriptors
Relationships, Scholar, Educator, School Climate, Leadership, Inclusion, Equity, Belonging, Administration
Presentation Year
2024
Start Date
3-5-2024 2:15 PM
End Date
3-5-2024 2:45 PM
Recommended Citation
Ferguson, Peter, "Thank You a Novel Concept to Build Relationships with BIPOC Scholars" (2024). National Youth Advocacy and Resilience Conference. 71.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2024/2024/71
Thank You a Novel Concept to Build Relationships with BIPOC Scholars
Session Seven
Join us for an empowering session on supporting at-promise scholars. Explore strength-based relationships, biases, and tangible strategies to transform our approach from superhero to Sherpa.